Breaking Barriers to First-Generation Student Success

Higher Education
Written By Mashrika Khan

Overview

First-generation college students make up over half of undergraduate students in the United States, yet their graduation rate is significantly lower than their peers – only 24% earn a degree, compared to 59% of their continuing-generation counterparts. This disparity is largely driven by the lack of resources and guidance available to help them navigate higher education successfully. Given that a college degree opens doors to better job opportunities and greater civic engagement, it is essential for institutions to implement systemic changes that support first-generation students’ success.

Barriers to Wellbeing

The challenges faced by first-generation students extend beyond academics, encompassing financial, social, and psychological hurdles that put them at a distinct disadvantage compared to their peers. Many struggle with the “hidden curriculum” of higher education – the implicit rules and expectations that shape academic and social success that are not explicitly taught. These unwritten norms can vastly distort students’ perceptions of their adjustment to college. All students, regardless of their parents’ educational background, may struggle with the transition to college. However, first-generation students are more likely to internalize these struggles, blaming themselves for maladjustment. Continuing-generation students, on the other hand, are more inclined to critique the institution. Additionally, first-generation students are significantly more likely than their counterparts to view themselves as being less academically prepared for college – a disparity that has widened over time. While continuing-generation students describe their academic progress as a steady journey of growth and increased clarity, first-generation students characterize their experiences as unpredictable, marked by both significant challenges and moments of success (Gable, 2021).

Psychological barriers to first-generation students’ wellbeing are disproportionately higher, as this population is vulnerable to existing stressors in a college environment. Undergraduate university students report high levels of stress, anxiety, and depression, with many finding it difficult to function due to psychological impairments. These challenges are further exacerbated for minority students and first-generation students, who report a lower sense of belonging, higher levels of depression and stress, and underutilize campus services compared to their continuing-generation peers (Stebleton, Soria, & Huesman, 2014). Cultural stigma surrounding mental health may be a factor in discouraging these students from seeking out resources. 

The disproportion between cognitive and psychosocial outcomes for first-generation students compared to those whose parents have postsecondary education may be attributed to the former's “deficit in cultural and social capital transmitted through generations”, as there are intergenerational benefits of parental experience in higher education (Padgett, Johnson, & Pascarella, 2012). Without having grown up in a college-educated household, first-generation college students often have difficulty understanding processes such as financial aid applications, academic advising, and course selection which places them at an institutional disadvantage compared to others. These barriers, when left unaddressed, must be considered when evaluating lower retention and graduation rates within this population as they highlight systemic inequities in higher education.

Recommendations for Systemic Change

To better support first-generation students, institutions can take a proactive approach to wellbeing by identifying risk factors early and strengthening protective factors that contribute to student success before issues arise. One key practice may be integrating wellbeing evaluations into first-year curricula to address the heightened stress, anxiety, and isolation that first-generation students are faced with. Self-assessment surveys can help students recognize their wellbeing needs early, wellness check-ins can provide preventative support to those who may not seek out campus services due to stigma, and discussions on stress management can equip students with coping strategies to navigate the pressures of higher education. These implementations can help identify early signs of first-generation students’ struggles and provide them with strategies to maintain their mental health before crises arise.

Faculty-student engagement initiatives can also help first-generation students navigate faculty interactions with greater confidence, as first-generation students may find it intimidating to seek help from instructors and can benefit through early encouragement to seek academic support. Peer engagement can also be expanded through collaborative learning environments, which can enhance their cognitive and psychosocial growth and thus foster a stronger sense of belonging in college (Padgett, Johnson, & Pascarella, 2012). Furthermore, increasing access to mentorship programs, peer support networks, and financial literacy workshops can better equip them with tools for success. Institutions may also find it valuable to train faculty and staff on first-generation student experiences to ensure they create more inclusive educational environments, bridging the gap between students with college-educated parents. By fostering a sense of belonging and providing first-generation students with essential skills, colleges can proactively address their unique needs, reduce common stressors, and foster a supportive environment that prevents challenges from emerging.

Conclusion

The disparities faced by first-generation college students are urgent and demand institutional action, especially given their lower retention and graduation rates compared to continuing-generation students. They are faced with greater challenges that impair their psychosocial development, mental wellbeing, and academic preparedness. It is imperative for colleges and universities to implement targeted interventions by strengthening mentorship programs, implementing proactive wellbeing evaluations, and fostering sensitivity training. Addressing these disproportionate barriers can drive meaningful change that empowers first-generation students to thrive in an environment that institutionally disadvantages them. By committing to systemic change, institutions can transform higher education into a space where this population can excel and reach their full potential.

References:

Mashrika Khan
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